ACCEPTABLE SOCIAL ROBOTS IN EDUCATION: A VALUE SENSITIVE PARENT PERSPECTIVE

Abstract

Social robots in education introduce new moral challenges. The aim of this exploratory study is to gain a better understanding of the moral conceptions held by parents regarding the implementation of social robots in primary schools. These moral conceptions are important because parents are the representatives of children, but also experience the effects of robot tutoring first-hand. Through empirical data gathered from focus group sessions with parents, we identified and categorised the concerns and opportunities linked to implementing social robots in an educational context from the perspective of parents. These opportunities and concerns formed the basis for identifying the moral values held by parents that are affected by the introduction of these social robots. We mapped the opportunities and concerns to a list of 14 relevant moral values regarding social robots and education as identified in a review on ethics and educational robots, in order to identify and conceptualise the relevant moral values for parents. We identified the relevant moral values for parents that are affected by the social robot to gain a better understanding of parents' attitudes towards the use of social robots in education, to help the robotic industry integrate parents' moral values in their robot tutor design, and to help create the necessary moral guidelines towards an ethical implementation of social robots in education.